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Differentiated Assignments 


m 


Classroom Management 


(Teacher's Manual) 





E. M. PAULU 

it 


PROFESSOR OF EDUCATION AND SUPERVISOR 
JUNIOR HIGH SCHOOL PRACTICE TRAINING 
STATE TEACHERS COLLEGE, ABERDEEN, SOUTH DAKOTA 


WITH INTRODUCTION BY 


LOTUS D. COFFMAN 


/ 

PRESIDENT OF THE UNIVERSITY OF MINNESOTA 






D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 

LONDON 




Copyright, 1928, 

By D. C. Heath and Company 


2 D 8 


4\S3lC 

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ZlXiM- 


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PRINTED IN U.S.A. 


PREFACE 


-^38 

“ Differentiated Assignments in Classroom Management 77 
represents an effort to adapt classroom teaching to meet the 
varied individual needs of students who study a course in 
school organization and control. The distinctive feature of the 
system here projected consists in adapting the principle of 
differentiation to a professional subject of study, which means 
adapting the principle to a content subject. This departure 
from the traditional practice in teaching classroom manage¬ 
ment is usable in high school, teacher training school, and in 
teachers’ college classes. 

The work submitted in this manuscript is the result of ex¬ 
perimentation with college classes. The period of trial under 
actual schoolroom conditions extended over a considerable 
time. All the students who participated in this departure from 
customary teaching entered into it heartily. Miss Keo King, 
Supervisor of Intermediate Grades, Practice Teaching, used 
the course in her class for one quarter, during which time she 
offered valuable criticism. 

Professor H. L. Miller, of the University of Wisconsin, 
should be credited with having given the author an initial 
interest in the need for and the possibilities of differentiated 
instruction. The faculty of the Department of Education at 
the University of Minnesota have crystallized that interest. 
For such a crystallization of attitude and ideas I feel grateful, 
particularly, to W. E. Peik, Professorial Lecturer in Education, 
whose course work emphasizes the need for recognizing indi¬ 
vidual differences in students, and decidedly to Dr. L. J. 
Brueckner who, as Director of Educational Research for the 
schools of Minneapolis, has done some wonderful work in using 
the principle of differentiated instruction in the elementary 
schools. 

E. M. Paulu 

State Teachers College 
Aberdeen, South Dakota 
February, 1928 

iii 










INTRODUCTION 

Changes do not occur in educational practice with great 
rapidity. There is a tendency in this field as there is every¬ 
where to hold fast to long established procedure and to look 
with disfavor upon innovations, and especially is this true of 
teaching. Somehow or other we think that the old way of 
teaching is the best way and we hesitate to experiment with it 
for fear that the new way may be no better. 

Many years of experience were required before we learned 
that method is something which cannot be disassociated entirely 
from subject matter. There were times when we thought that 
method depended upon the instinctive nature of children or the 
emotional enthusiasms of the teacher or that it was some sort of 
skeletal outline or form of technique which could be passed 
from individual to individual without modification. Gradually, 
however, we learned that not any one of these and not all of 
them combined, constitute a satisfactory and workable concept 
of method. We came to believe that the materials which are 
being taught determine to a very large extent the way in which 
they should be taught. 

However, it is a fact that we have had, since the middle «f 
the sixteenth century, two methods of study, one represented 
by the humanistic studies and the other represented by the 
scientific studies. These two fields encompassed different 
spheres of knowledge and represented different methods of 
approach for the discovery and mastery of knowledge. With¬ 
out knowledge on the part of the advocates of either, the lines 
of influence from each of these movements converged more and 
more with time with the lines of influence of the other move¬ 
ment. The teachers of the humanities, formerly, and even 
now, in many instances, regard their fields as the fields of 
scholarship. They looked upon science as a method, a way, a 
mode of attack, a means for discovering new things, but not as 


VI 


INTRODUCTION 


a field of scholarship. The point of view of science was unwel¬ 
come in the academic fields, and yet during all the time that 
the teachers of the humanities were clinging with tenacity to 
traditional conceptions with regard to their subjects, science, 
both as to materials and methods, and especially the latter, 
was gradually transforming the thought and work of these 
fields. No one twenty years ago would have talked about the 
use of scientific methods in the teaching of history or in the 
teaching of mathematics, or in the teaching of foreign languages, 
and yet even these subjects have succumbed in recent years to 
the methods of science, and we find that teachers of these 
subjects are attempting to justify their existence on strictly 
modern grounds. 

In the fact of this sweeping and almost overwhelming change 
of attitude, a change which has come about quietly but never¬ 
theless effectively, there have been only sporadic efforts here 
and there really to modify both the material and the technique 
of instruction in any of the academic fields so as to make the 
work of these fields more truly experimental and scientific in 
character than heretofore. There have been few efforts to 
present a subject of study in such a way as to exemplify the 
interrelationship of materials and methods. The methods of 
science and of experiment have been applied more frequently, 
to be sure, but still rarely, to the academic fields themselves 
but even then the application has been made usually by those 
who are engaged in the technical study of education in general. 

In the field of science there have been two contending modes 
of opinion, one represented by those who Relieve in the applica¬ 
tion of rigid methods logically arranged and systematically 
pursued in the consideration of any problem; the other repre¬ 
sented by those who believe in the study of phenomena for the 
purpose of arriving at generalizations and inferences which may 
be more or less univeral or characteristic of similar phenomena. 
This conflict, of course, is as old as science itself. The true 
scientist, however, is no longer involved in any philosophical 
dilemma or difficulty for he knows how and when to apply 
deduction and how and when to apply induction. 


INTRODUCTION 


vii 

The application of these two methods to a field of learning, 
so that the mastery by that field comes about naturally and 
still logically is an achievement much to be desired. Learning 
has frequently been a matter of compulsion. This may have 
been due partly to the fact that both the materials and the 
methods were foreign or at best remotely related to the knowl¬ 
edge and interests of the students. It may also have been due 
to the fact that wonder, curiosity, problem-solving were not 
aroused in the students by either the materials or the methods 
used. 

The changes which we have been describing really find 
expression in a most emphatic and logical way in this particular 
manuscript. 

It is true that what we are about to say has happened in 
some other fields but this is really the first time that it has 
happened, so far as we know, in the field of education. There 
have been few subjects in the field of education that have 
enjoyed academic responsibility for many years. The number 
of subjects entitled to such station has been increasing but 
many of the subjects, for example, school organization, school 
management, educational administration, school costs, have 
been looked upon as courses of methods, means, ways of doing 
things. Furthermore, it has been assumed that progress in 
these fields depended upon observation, experience, and philo¬ 
sophical deduction. There were those who said that what 
should be done in each of these fields should be determined by 
social standards, social influences, and social sanctions lying 
outside of the school. There were others who said that what 
should be done should be determined by the instinctive develop¬ 
ment, the intellectual characteristics and aptitudes of children. 
One group insisted upon arranging subject matter in logical 
fashion and of presenting it step by step analytically and 
sequentially. The other group more recently at least has 
insisted upon the presentation of materials problem by problem, 
arranging the problems in some sort of natural sequence. In 
other words, the conflict between logic and psychology, between 
what is known as the “ logical approach ” and what is known as 


INTRODUCTION 


viii 

“ the psychological approach ” in teaching has been especially 
prominent in the fields of education. 

This manuscript represents 311 attempt to apply the 
laboratory method to an education subject. It is an ingenious 
attempt to meet the individual needs of students pursuing a 
course in school management. The ordinary practice of con¬ 
ducting classes consists in using one textbook and in keeping 
the class abreast of the same topic in that textbook. Emphati¬ 
cally this practice means that the bright students must keep 
the pace set by the average students. We have long recognized 
that a better schoolroom procedure would consist in each 
student proceeding with his work at a rate which is commen¬ 
surate with his ability. This would permit the bright student 
to forge ahead and complete his required work in a short time, 
the average student would maintain his average pace, and the 
dull student instead of being failed would plod on until the 
course might be successfully completed, even though it took 
extra time. 

This manuscript is a definite attempt to provide for individ¬ 
ual differences among students to take work in school manage¬ 
ment. It is not a textbook in the ordinary sense. It can be 
modified from time to time; as a matter of fact, it is expected 
that it will be, as new literature appears in the field bearing 
upon any of the problems in school management. It presents 
a constantly expanding form of instruction, one which will be 
continually modified in light of new thought and new material. 

The value of such a manuscript as this is greatly enhanced by 
the fact that it will be used by persons preparing to teach. 
They will acquire by their own study this method of attacking 
problems. They will be forced to widen their scope of reading, 
to interpret their reading in light of the problems under consid¬ 
eration, and to exercise a reasonable degree of originality 
and initiative in the solution of these problems. While the 
manuscript calls for an orderly and progressive development of 
students and while it calls for an emphasis upon certain gener¬ 
ally accepted fundamental principles, it does not call for routine 
thinking or routine practice. Here at last we have a manuscript 


INTRODUCTION 


IX 


in education which attacks problems in the field of education in 
much the same way that the students in medicine are expected 
to attack problems relating to the human body and to its 
diseases. Science, in other words, has come in to point the 
way to a more intelligent way of studying. Instead of lessening, 
it increases the interest in the subject; instead of destroying, it 
increases the academic respectability of the subject; instead of 
minimizing, it increases the usefulness of the subject. 

The manuscript is a happy combination of method and 
material, or earlier methods with modern thought, of logical 
presentation with psychological needs, of a demand for 
thoroughness with a continually fresh and ever-growing interest 
in a field of learning. 

L. D. Coffman 

Minneapolis, Minnesota 
February, 1928. 


# 




TABLE OF CONTENTS 


PAGE 

Preface . in 

Introduction .iv-ix 

I. Summary of the Main Points in the Teacher’s 

Manual. 1-3 

II. Illustrating the Procedure in Using Differen¬ 
tiated Assignments in Classroom Management . 3-4 

III. Diagrammatic Representation of the Course . . 5 

IV. Conduct of the Recitation. 6-8 

a. Lecture-Recitation-Discussion 

b. Written Work 

V. Apportionment of the Course by Weeks .... 8-9 

VI. Assignments. 9 

VII. Examinations. 10 

a. Subjective 

b. Objective 

VIII. Directions for Conducting Written Work ... 11 

IX. Directions for Marking Written Work.12-17 

a. Problem Questions 

b. Objective Tests 

X. Instructor’s Record of Cumulative Point Scores 18-20 

XI. Tables for Determining Totals.20-21 

XII. Student’s Individual. Record. 22 

XIII. Student’s Graphic Record. 22 

XIV. Supplementary Exercises. 22 

a. Sections 

b. Problems 

XV. Recording Scores on Supplementary Problems . 23-24 

XVI. Objective Examination Questions. 24 

XVII. Student Opinion of Individual Instruction in 

Classroom Management.24-25 


XI 

















TEACHER’S MANUAL 

I 

SUMMARY OF THE MAIN POINTS IN 
THE TEACHER’S MANUAL 

1. Individual Differences in Students. — “ Differentiated 
Assignments in Classroom Management’ 7 is a system of 
teaching designed to meet individual differences in the 
abilities of students. This system encourages them to 
work at individual rates of progress. It permits a recog¬ 
nition of the quantity as well as the quality of a student’s 
work. 

2 . Forms. — “ Differentiated Assignments in Classroom 
Management ” is a system devised in three forms: namely, 
Form A, Form B, and Form C. Do not use the same form 
in two consecutive quarters or semesters . Rotate the three 
forms. 

3. Material Needed.— 

a. By the teacher: 

(1) “ Differentiated Assignments in Classroom Man¬ 
agement (Teacher’s Manual).” 

(2) Class Record Sheets, X, Y. 

(3) Objective Examination Questions with Key. 

(4) Tables 1, 2, 3, 4. 
h. By each student: 

(1) Copy of “ Differentiated Assignments in Class¬ 
room Management (Exercises).” 

(2) Copy of Reading References. 

(3) Folder for Completed Work. 

(When ordering material always indicate which form is 
wanted.) 

4. Plan of the System. — 

a. Fields. — According to this system of differentiating 
class work, the course in school management is divided 
l 


2 


TEACHERS’ MANUAL 


into twenty-three fields. A field corresponds to a 
chapter. 

b. Sections. — Each field is subdivided into sections . A 
theme is the central thought of each section. 

c. Problem-questions. — Each section contains a prob¬ 
lem-question which embodies for its central thought 
the theme of its section. 

5. Assignments. — Only one assignment is made for the 
quarter (or semester). It consists of a study of all the 
sections in all the fields beginning with Field I. This 
constitutes the minimum of work. All of it is required. 

6. Supplementary Problems. — These are optional assign¬ 
ments, except in the case of Problem 12 which is required 
of all. The supplementary problems enrich the course. 
They should usually be answered after the twenty-three 
fields are finished. 

7. Supplementary Sections. — Work on these sections is op¬ 
tional. They constitute material which can be used to 
enrich the minimum requirements of this course. 

8. References. — Each student is supplied with specific refer¬ 
ences to accompany each field. No references are listed 
with the supplementary problems. 

9. Textbook. — It is possible to adopt any textbook in using 
“ Differentiated Assignments in Classroom Management.” 
A textbook may probably be dispensed with if the library 
is well stocked with books on classroom management. 

10. Study. — The students study all the themes in every field 
regardless of the form (A, B, or C) which the teacher is 
using. 

11. Class Recitation. — The students recite on all the themes 
in every field regardless of the form (A, B, or C) which the 
teacher is using. The instructor’s lectures should be based 
mainly upon questions which the students should be in¬ 
vited to ask about their difficulties in studying the themes 
which accompany the sections. 

12. Writing. — The students write answers to some of the 
problem-questions in each field. Most of the writing 


ILLUSTRATING THE PROCEDURE 


3 


should be done in class, and some may be done at any 
time when the teacher is present; no writing may be done 
if he is continually absent a large part of the writing 
time. 

13. Grading the Written Work. — The students are graded 
on (1) the answers to the problem-questions and on (2) 
the objective tests. Two-thirds of the grade is con¬ 
tributed by scores on the problem-questions, and one-third 
of the grade is contributed by the scores on the objective 
tests. A second option is possible in grading, in that 
the problem-questions may constitute three-fourths of the 
final mark and the objective tests, one-fourth of it. The 
teacher grades all answers to the problem-questions; the 
students grade the answers to the objective tests. 

14. Objective Goals. — Each student is required to keep an 
individual record of his cumulative scores. He records 
these on a graph in his book of exercises. The students 
also record their progress on a Class Record Sheet. 

The teacher keeps an Instructor’s Record of the Cumu¬ 
lative Point Scores. 


II 

ILLUSTRATING THE PROCEDURE IN USING 
DIFFERENTIATED ASSIGNMENTS IN 
CLASSROOM MANAGEMENT 

1 . Supply each student in the class with a copy of “ Differen¬ 
tiated Assignments in Classroom Management (Exer¬ 
cises).” 

2. Assign Field I for the students to study. Call attention 
to the references which accompany this field. Each 
student is supplied with a copy of the references for all the 
fields. 

3 . Advise the students to study the succeeding fields as fast 
as they choose to do so, providing that at least an average 
rate of progress is being made by each member of the 


4 


TEACHERS’ MANUAL 


class. The average rate of progress is indicated on Line 
A of the Class Record Sheet. 

4. Devote the time in the succeeding lecture-recitation- 
discussion to answering questions upon the themes which 
are difficult for the students. 

5. Follow two or three days of lecture-recitation-discussion 
with one day of written work. In assigning such work 
consult the “ Guide to Recurring Sections for the Students 
to Answer.” Thus, according to this guide, the students 
answer three even-numbered sections on Field I if they are 
using Form A. 

6. The answers to problem-questions in this field are detached 
by the student and are placed in a folder which is reserved 
for that purpose. 

7. The day devoted to w T riting is now followed by several 
days of lecture-recitation-discussion of other fields. 

8. While the students write, the instructor may mark the 
answers to the problem-questions. He should record 
the value of each field opposite the student’s name and 
number on the Instructor’s Record of Cumulative Point 
Scores, Table 4. This value should also be recorded in the 
upper right-hand corner of the field. The latter mark is 
for the student’s use. 

9. The student transfers the point score on each field to his 
Individual Record and he continues to record his accumu¬ 
lated totals, A. T. 

10. Each student translates his accumulated totals into marks 
ofB, C, C-, etc., by the use of the table on the Class 
Record Sheet and then marks his grade on the Student’s 
Graphic Record. 

11. As soon as a student has completed writing the answers to 
Field I, he indicates this fact on the Class Record Sheet 
with a cross. Each completed field after being answered 
is recorded in a similar manner. 


DIAGRAMMATIC REPRESENTATION OF THE COURSE 


ILLUSTRATING THE PROCEDURE 


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Diagram 2. Diagrammatic Representation of the Minimum Course and of the Supplementary Material. 

The minimum course is symbolized by the horizontal line. The Roman numerals stand for fields. According to this plan 
of procedure all work on the minimum course is completed before the supplementary assignments are undertaken. For such 
assignments the students may choose the problems only, or the sections, or a combination of the two. The author recommends 
the plan of procedure depicted in Diagram 2 for the use of those teachers who use this system of teaching for the first time. 














6 


TEACHERS' MANUAL 


IV 

CONDUCT OF THE RECITATION 

General Suggestions. — Consider the recitation period, 
or a series of them, to serve two purposes: namely, (1) lecture- 
recitation-discussion, and (2) writing. From two-thirds to 
three-fourths of the time, or perhaps even more of it, should 
be devoted to the first procedure and the remainder of the time 
to the second. The lecture-recitation-discussion procedure 
may consume several successive recitation periods. These may 
be followed by one or two class periods taken up with writing, 
or the lecture-recitation-discussion procedure may occupy 
two successive recitation periods followed by one period de¬ 
voted to writing by the pupils. The general plan of the rela¬ 
tion of the two procedures is merely suggestive; the details 
must be adapted by the instructor to meet the needs of the class. 

Lecture-Recitation-Discussion. — Though the lecture-reci¬ 
tation-discussion consumes the greater part of the quarter’s 
(or semester’s) work, even then it is impossible for the instructor 
to lecture upon or discuss with the class each section in afield. The 
instructor should, therefore, invite the students to raise ques¬ 
tions about sections difficult for them, at the beginning of 
every lecture period. Answering and discussing the students’ 
questions usually will consume the entire class period. It 
should be understood by the students that unless they raise 
questions or specifically request a discussion of difficult sections, 
that the instructor presumes all sections to have been carefully 
studied and understood. 

The instructor should use as the basis of his lecture, not the 
problem-question but the theme 1 of a section. Hence, if a stu¬ 
dent asks the instructor to answer a problem-question listed 
under a theme no answer may be supplied; the theme only 
should be discussed. The reason for observing these suggestions 
is apparent, inasmuch as the problem-question eventually 

1 The theme is printed immediately after the number of a section, thus, 
“ S 1. Rooming and Boarding Place.” 


CONDUCT OF THE RECITATION 7 

becomes an examination question, which the student is required 
to answer. 

The questions being disposed of, the balance of the lecture- 
recitation-discussion procedure should be devoted by the 
instructor to a discussion of such section or sections as, in his 
judgment, require elaboration and enrichment to supplement 
the information which the students glean from a study of the 
references. 

Experimentation in five classes with this system of teaching 
school management for over a year, leads me to believe that the 
students profit most from the class work when the instructor 
bases most of his lectures on the questions which are asked. 
The instructor’s answers should be brief and to the point, for 
the students ask many questions and the work in the course 
needs to proceed with dispatch. 

Under no plan of teaching used in the conduct of class work 
is it possible for the pupils and the teacher to discuss fully 
every point in an assignment, nor is this possible under the plan 
here projected. Economy of time and effort and a due regard 
for the student’s ability to accomplish something for himself, 
justify the class discussion of only a part of the ground covered 
by assignments. 

Written Work. — Each field is divided into a number of 
sections. All the sections in a field must be studied, but it is 
not required that all the problem-questions be answered by 
the students, in doing the written work. The plan of differen¬ 
tiated assignments used here provides for Forms A, B, and C. 
Form A requires the students to answer in writing only some of 
the problem-questions which accompany the even-numbered 
sections. This is desirable, since to answer all of the even- 
numbered sections is very time-consuming. This principle 
concerning itself with the number of sections that may be 
answered pertains to Forms B and C also. 

An illustration will clarify the meaning of the foregoing 
statements. Suppose that the student is using Form A, that 
he had studied Field V which contains sixteen sections. Ac¬ 
cordingly there exists the expectation that problem-questions 


8 


TEACHERS’ MANUAL 


on Sections 2, 4, 6, 8, 10, 12, 14, and 16 will require answers. 
It is unnecessary for the students to write answers to all of 
these sections because their number is large and much time 
would be consumed in writing. The instructor may designate 
that fewer, say five, of these problem-questions be answered. 
To preclude incomplete preparation by students, those who 
reach this field first may be asked to write on five even-num¬ 
bered sections and the later ones to write on any other possible 
combination of five of the even-numbered sections. Thus some 
students will write on problem-questions 2, 4, 6, 8, 10, others 
on 4, 6, 8, 10, 12, others still on 2, 6, 10, 12, 14, etc. 

When assigning sections to write upon in any one field, 
arrange the assignment so that each student answers certain 
sections which are common to every paper containing answers. 
This suggestion is made because it is easier for the instructor 
when scoring the papers to keep in mind only a few recurring 
sections than to remember many different ones. Thus, select 
for one student to write on, say, sections 2, 6, 8, 12 , 14, making 
sections 6, 8, 12, common to every paper. A second student 
might be asked to write on 4, 6, 8, 12, 16, sections 6, 8, 12, 
recurring in the second student’s answers. It is obvious that 
in giving these written tests, the writing should be done imme¬ 
diately after the sections have been assigned to the students. 
For a student to write the answers to questions at his leisure after 
they are assigned defeats the plan of this system of teaching. 

The instructor should collect all the manuscripts at the end 
of the period else some students may keep them and write out¬ 
side of the classroom when the teacher is absent. Such a prac¬ 
tice is undesirable. 


APPORTIONMENT OF THE COURSE 
BY WEEKS 

Apportionment by Weeks. — It must not be presumed that 
the content of any course should be completed with any speed 
of absolute uniformity so that a definite amount of subject- 


ASSIGNMENTS 


9 


matter will be finished at the close of each successive week. 
However, it gives both the instructor and the students a definite 
goal toward which to work by distributing the content of a 
course on a time schedule. Such a time schedule should be 
very flexibly interpreted and, therefore, need not be closely 
followed. The subject matter in this course in classroom 
management should be completed by the class at a speed which 
approximates the suggestion on the Class Record Sheet used for 
displaying student progress. For a graphic representation of 
the rate of class progress, see line “ A ” on the Class Record 
Sheet. A part of the line is here reproduced. 

Line “A” | First week | Second week | Third week | etc. 


VI 

ASSIGNMENTS 

Lesson Assignments. — Every student is supplied with a 
list of references to facilitate the study of each field. In most 
instances the references are arranged under the appropriate 
theme of each section. Such themes as comprise the minimum 
of this course and the accompanying references constitute the 
immediate goal toward which the students work. The mini¬ 
mum course embraces the term’s assignment. Every student 
in the class should be made to see that there is set for him the task 
of completing the goal at least at the prescribed speed indicated 
in Chapter V which explains “ Line A ” When this is under¬ 
stood no further explanations of assignments for the remainder 
of the term are necessary. Inasmuch as goal-setting is a new 
idea to most students, it may be necessary to remind them 
several times during the quarter of their progress toward the 
objective. The best means of doing this is through the use of 
the Class Record Sheet for recording progress. 

References. — Several references are supplied under each 
section. No student is required to read every one of them, but 
a sufficient number of references should be read to satisfy the 
reader that he knows about the theme accompanying a section 
as it pertains to the field under which it is listed. 



10 


TEACHERS’ MANUAL 


VII 

EXAMINATIONS 

Subjective. — The recitation period or a series of them is 
divided into two parts: namely, (1) lecture-recitation-discus¬ 
sion and (2) writing. The written work constitutes a major 
part of the final examination grade. The point scores earned 
through such written work are cumulative in character and 
contribute a part of the total mark toward the minimum 
requirement for the entire course. 

By the use of a table on the Class Record Sheet “ X, ” the 
cumulative score constitutes three-fourt.hs of the total examina¬ 
tion mark and the objective test constitutes one-fourth of the 
mark; by using the table on Class Record Sheet “ Y,” the 
ratios of the scores are two on the problem-questions and one 
on the objective tests. The object of using two tables is to 
give the teacher the option of making one of two choices in 
grading the students’ written work. According to one option 
the written answers constitute a larger part of the final score 
than according to the other. Some teachers may prefer to have 
the objective tests count for only a fourth of the final mark while 
others only one-third of it. 

Objective. — The other part of the grade is contributed by 
tests on objective questions. Three objective examinations 
are administered to the students, the first at such a time when 
the average number of students have completed the study of 
and have finished the written work on Field X. This is ap¬ 
proximately when the first third of the quarter is ended, which 
is at the close of the fourth week of the course. The second 
objective test is administered when the average class member¬ 
ship has completed the study of and has finished the written 
work on Field XVI. This is at the close of the eighth week. 
The third objective test is given at the close of the term. 

To determine the score on the objective test use either of 
two formulae. 


DIRECTIONS FOR CONDUCTING WRITTEN WORK 11 


(1) Formula to use when the objective test constitutes 
one-fourth of the final mark; 

4 x number right x 4 
4 

(2) Formula to use when the objective test constitutes 
one-third of the final mark: 

4 x number right X 4 
3 

VIII 

DIRECTIONS FOR CONDUCTING WRITTEN 
WORK 

Writing Answers to Problem-Questions. — Each problem- 
question is based upon the theme and field which it accompanies. 
The answer to a problem-question should always be controlled 
by this fact. It should always answer only what is required by 
the problem-question, since the evaluation of all answers to 
the questions is made strictly on this basis. All answers should 
be brief and to the point. The average answer should be satis¬ 
fied by six to twelve hand-written lines in average-size script. 

In marking the papers, award four point scores for a perfect 
answer. Such an answer should contain first, a statement of 
the principle involved; second, a statement of the relevant facts 
which are required by a correct answer to the question, the facts 
being combined in some manner with the principle. To facili¬ 
tate speed in marking answers the student should label the 
first part of the answer (a), enclosing the letter in a double 
parenthesis; the second part of the answer should be labeled 
(&■) 

An answer which satisfies condition ( b ) only will be scored 
two; one which satisfies condition ( b ) by contributing the cor¬ 
rect facts without relation to the principle involved or the cor¬ 
rect facts and the wrong principle, or inappropriate facts and 
the right principle, will be scored one point. If the facts in 
( b ) are partly given and the principle is poorly related to them, 




12 TEACHERS’ MANUAL 

score the answer one or zero, according to the quality of the 
answer. 

Objective Tests. — The answer to each part of this exam¬ 
ination is right or wrong. A correct answer receives a score 
of four points; an incorrect one, a score of zero. Give no part 
credit for any answer. 


IX 

DIRECTIONS FOR MARKING WRITTEN 
WORK 

Marking Problem-Questions.—For information on this 
matter review the directions to be observed for writing examina¬ 
tions. Make it a point to mark answers to the problem-questions 
while the students are writing. 

Marking Objective Tests. — Immediately after such tests 
are administered have the students exchange papers and mark 
them while you read the key answers. Usually it will be 
unnecessary for the instructor to recheck these papers. His 
discretion should guide him in determining the need for re¬ 
checking the papers. 

Form A of this course requires the students to write answers 
to problem-questions which bear the even numbers only. Since 
some of the fields are short and others long, the total number of 
answers required of students varies with the length of the field. 
A long field may require fifteen answers. It does not seem 
necessary that in such a case the student be required to answer 
each of the odd-numbered questions. Perhaps any six to ten 
of the fifteen odd-numbered fields would make a written 
assignment of sufficient length. The student’s time is con¬ 
served by requiring the shortened assignment. 

All the members of the class should be required to answer 
the same number of questions, but Student A may write answers 
to a given field before the other students do; Student B will 
write answers when he is ready as will the rest of the students 
when they each in turn are prepared to do so. Since there are 


DIRECTIONS FOR MARKING WRITTEN WORK 13 


individual differences in the progress rates of the several stu¬ 
dents, a given field may be answered at different times by the 
various individuals in the class. To make impossible the study 
of only those sections in a field which are answered by the first 
students who are ready to write, the subsequent students may 
be required to answer other sections than those which are 
assigned first. Suppose that a field contains thirty sections, 
fifteen of which are designated by odd numbers; also, suppose 
that the instructor wishes to have answered only seven of the 
questions; then, Student A may be required to answer, say, 
sections 1, 3, 5, 7, 9, 11, and 13. Student B and others who 
work on this field at the same time, after A has ftnished, may 
be required to answer sections 3, 9, 13, 17, 19, 21, and 23. 
Other students who work on this field still later may answer 
another combination of seven odd-numbered sections. (See 
page 8.) Before a student writes, the instructor needs spe- 
eifically to designate by number the sections a student is to 
answer, so that sections of the instructor’s choice and not of the 
student’s, are answered. 

The instructor may mark the answer to only one section in a 
short field, and two or more answers in the longer ones, but it 
seems unnecessary for him to mark the answers to more than 
five sections in any field. The teacher’s marks on a few chosen 
answers are a sample of what the answers to the entire field are 
worth. To resolve the point scores on a few fields to an average 
point score for one section and then to evaluate the entire paper 
for a given field, involves much simple calculation. Three 
tables, Tables 1, 2, 3, are prepared to obviate such calculation. 


TABLE 1 

Used to Determine the Average Point Score in One Sample (Answer) when the Sum of All the Point Scores 
and Also the Number of the Samples (Answers) Marked, is Known 


14 


TEACHERS’ MANUAL 


Number 

Samples 

Marked 

i-i <N CO ^ to 

Sum of Point Scores on Samples 

20 


o> 

▼H 

00 

CO 

00 

tH 

3.6 

t- 

▼H 

3.4 

CD 

4. 

3.2 

ID 

to 

CO CO 

T* 

iH 

3.5 

2.8 

00 

iH 

3.25 

2.6 

<N 

iH 

4. 

3. 

2.4 

i-H 

▼H 

3.66 

2.75 

2.2 

o 

iH 

3.33 

2.5 

2. 

03 

3. 

2.25 

1.8 

00 

4. 

2.66 

2. 

1.6 

C- 

3.5 

2.33 

1.75 

1.4 

CD 

tO <M 

CO (N H r-H 

lO 

2.5 

1.66 

1.25 

1. 

T* 

4. 

2. 

1.33 

1. 

.8 

eo 

3. 

1.5 

1. 

.75 

.6 

<N 

CO 

CO to 

<M i-J 

tH 

1. 

.5 

.33 

.25 

.2 

Average Mark on One Sample 


-1-3 -+3> Fh 

CD S 
tJD 

g +3 M 

§3 a.2 

& g £ 

s 

® H 

^ CO 
-1-3 O 
o m 


a 

_ .2 co 

73 

o rn 

o3 O --h 

J J 

.9 • £ & 


.23 a 
o 

a .5 

.2 fe 

o ^ 
CD 

02 no 
cj 

0) o 

o 

o <15 


§■§ 


is located at the intersection of the sixth vertical and the second horizontal columns. If the sum of five samples 
is 13, the average point score on one answer is 2.6. (Tables 1, 2, and 3 are reproduced on a separate card 
to facilitate their speedy use by the instructor.) 













































DIRECTIONS FOR MARKING WRITTEN WORK 15 

TABLE 2 


Contains the Periodic Scores on Any Field for Different Aver¬ 
age Point Scores per Section. Devised on the Basis of As¬ 
signing f Value to Problem-questions. Directions on Page 16. 


Sections 
in Fields 

4 

6 

7 

8 

10 

11 

15 

16 

18 

20 

22 

25 

26 

27 

Ave. 


0 

0 

1 

1 

1 

1 

2 

2 

2 

3 

3 

3 

3 

4 

.2 


0 

1 

1 

1 

1 

2 

2 

3 

3 

3 

4 

4 

4 

5 

.25 


0 

1 

1 

1 

2 

2 

3 

3 

4 

4 

5 

6 

6 

6 

.33 


1 

1 

2 

2 

3 

3 

4 

4 

5 

6 

6 

7 

7 

8 

.4 


1 

2 

2 

3 

3 

4 

5 

6 

6 

7 

8 

9 

9 

10 

.5 


1 

2 

3 

3 

4 

4 

6 

7 

7 

9 

9 

11 

11 

12 

.6 


1 

3 

3 

3 

4 

5 

7 

7 

9 

9 

10 

12 

12 

13 

.66 


2 

3 

3 

4 

5 

6 

8 

9 

10 

11 

12 

13 

14 

15 

.75 


2 

3 

4 

4 

6 

6 

9 

9 

10 

12 

13 

15 

15 

16 

.8 


3 

4 

5 

6 

7 

8 

11 

12 

13 

15 

16 

18 

19 

20 

1.0 


3 

5 

6 

7 

9 

9 

13 

14 

16 

18 

19 

22 

23 

24 

1.2 


3 

5 

6 

7 

9 

10 

14 

15 

16 

18 

20 

23 

24 

25 

1.25 


3 

6 

6 

7 

9 

10 

15 

15 

18 

19 

21 

24 

25 

27 

1.33 


4 

6 

7 

8 

10 

11 

15 

16 

18 

21 

23 

26 

27 

28 

1.4 


4 

6 

7 

9 

11 

12 

16 

18 

20 

22 

24 

28 

29 

30 

1.5 


4 

7 

8 

9 

12 

13 

18 

19 

21 

24 

26 

30 

31 

32 

1.6 


4 

7 

8 

9 

12 

13 

19 

19 

22 

24 

27 

31 

32 

33 

1.66 

02 

<U 

5 

7 

9 

10 

13 

14 

19 

21 

23 

26 

28 

32 

34 

35 

1.75 

o 

O 

5 

8 

9 

10 

13 

14 

20 

21 

24 

27 

29 

33 

35 

36 

1.8 

m 

6 

9 

10 

12 

15 

16 

22 

24 

27 

30 

33 

37 

39 

40 

2.0 

p 

p 

6 

9 

11 

13 

16 

18 

24 

26 

29 

33 

36 

41 

42 

44 

2.2 

o 

'jU 

6 

10 

11 

13 • 

16 

19 

25 

27 

30 

33 

37 

42 

43 

45 

2.25 

Pu 

6 

10 

12 

13 

17 

19 

26 

27 

31 

34 

38 

43 

45 

47 

2.33 


7 

10 

12 

14 

18 

19 

27 

28 

32 

36 

39 

45 

46 

48 

2.4 


7 

11 

13 

15 

18 

20 

28 

30 

33 

37 

41 

46 

48 

50 

2.5 


7 

11 

13 

15 

19 

21 

29 

31 

35 

39 

42 

48 

50 

52 

2.6 


7 

12 

13 

15 

19 

21 

29 

31 

36 

39 

43 

49 

51 

53 

2.66 


8 

12 

14 

16 

20 

22 

30 

32 

37 

41 

45 

51 

53 

55 

2.75 


8 

12 

14 

16 

21 

23 

31 

34 

37 

42 

48 

52 

54 

55 

2.8 


9 

13 

15 

18 

22 

24 

33 

36 

40 

45 

49 

56 

58 

60 

3.0 


9 

14 

16 

19 

24 

26 

36 

38 

43 

48 

52 

60 

62 

64 

3.2 


9 

14 

17 

19 

24 

26 

36 

39 

43 

48 

53 

60 

63 

65 

3.25 


9 

15 

17 

19 

24 

27 

37 

39 

45 

49 

54 

62 

64 

67 

3.33 


10 

15 

17 

20 

25 

28 

38 

40 

45 

51 

56 

63 

66 

68 

3.4 


10 

15 

18 

21 

26 

28 

39 

42 

47 

52 

57 

65 

68 

70 

3.5 


10 

16 

18 

21 

27 

29 

40 

43 

48 

54 

59 

67 

70 

72 

3.6 


10 

16 

19 

22 

27 

30 

41 

43 

49 

54 

60 

68 

71 

74 

3.66 


11 

16 

19 

22 

28 

30 

42 

45 

50 

56 

61 

70 

73 

75 

3.75 


11 

16 

19 

22 

28 

31 

42 

45 

51 

57 

62 

71 

74 

76 

3.8 


12 

18 

21 

24 

30 

33 

45 

48 

54 

60 

66 

75 

78 

81 

4.0 

Sections 
in Fields 

1 4 

6 

7 

8 

10 

11 

15 

16 

18 

20 

22 

25 

26 

27 















16 


TEACHERS' MANUAL 


How to use Table 2: With the use of Table 1, find the average point 
score for one sample (answer). Find the number of sections contained in the 
field for which you would determine the periodic score. Suppose the average 
point score is 2.0 and that the field contains 10 sections. Locate 2.0 in the 
extreme right hand vertical column of Table 2, and locate 10 in the top 
horizontal column of this table. The intersection of the columns to the left 
from 2.0 and down from 10, locates the number 15. This number is the peri¬ 
odic point score. 

If the average on 20 sections is 3.0, the periodic point score is 45; if the 
average on a field of 27 sections is 4, the periodic score is 81. 

According to this table the point scores on the problem-questions con¬ 
stitute three-fourths of the final mark; hence, the score on perfect answers to 
a field of eight sections is 4 x 8 x J or 24. 


How to use Table 3: With the use of Table 1, find the average point 
score for one sample (answer). Find the number of sections contained in the 
field for which you would determine the periodic score. Suppose the average 
point score is 1.0 and that the field contains 16 sections. Locate 1.0 in the ex¬ 
treme right-hand vertical column of Table 3 and locate 16 in the top horizon¬ 
tal column of this table. The intersection of the columns to the left from 1.0 
and down from 16 locates the number 10. This number is the periodic point 
score. 

If the average on a field of 20 sections is 3, the periodic point score is 40; 
if the average on a field of 27 sections is 4, the periodic score is 72. 

According to this table the point scores on the problem-questions con¬ 
stitute two-thirds of the final mark; hence, the score on perfect answers to a 
field of six sections is4x6x§orl6. 


DIRECTIONS FOR MARKING WRITTEN WORK 17 
TABLE 3 


Contains the Periodic Scores on Any Field for Different Aver¬ 
age Point Scores per Section. Devised on the Basis of Assign¬ 
ing f Value to the Problem-questions. 


Sections 
in Fields 

4 

6 

7 

8 

10 

11 

15 

16 

18 

20 

22 

25 

26 

27 

Ave. 


0 

0 

0 

1 

1 

1 

2 

2 

2 

2 

2 

3 

3 

3 

.2 


0 

1 

1 

1 

1 

1 

2 

2 

2 

3 

3 

4 

4 

4 

.25 


0 

1 

1 

1 

2 

2 

3 

3 

4 

4 

4 

5 

5 

5 

.33 


1 

1 

1 

2 

2 

2 

4 

4 

4 

5 

5 

6 

6 

7 

.4 


1 

2 

2 

2 

3 

3 

5 

5 

6 

6 

7 

8 

8 

8 

.5 


1 

2 

2 

3 

4 

4 

6 

6 

7 

8 

8 

10 

10 

10 

.6 


1 

2 

3 

3 

4 

4 

6 

6 

8 

8 

9 

10 

11 

11 

.66 


2 

3 

3 

4 

5 

5 

7 

8 

9 

10 

11 

12 

13 

13 

.75 


2 

3 

3 

4 

5 

5 

8 

8 

9 

10 

11 

13 

13 

14 

.8 


2 

4 

4 

5 

6 

7 

10 

10 

12 

13 

14 

16 

17 

18 

1.0 


3 

4 

5 

6 

8 

8 

12 

12 

14 

16 

17 

20 

20 

21 

1.2 


3 

5 

5 

6 

8 

9 

12 

13 

15 

16 

18 

20 

21 

22 

1.25 


3 

5 

6 

7 

8 

9 

13 

14 

16 

17 

19 

22 

23 

23 

1.33 


3 

5 

6 

7 

9 

10 

14 

14 

16 

18 

20 

23 

24 

25 

1.4 


4 

6 

7 

8 

10 

11 

15 

16 

18 

20 

22 

24 

26 

26 

1.5 


4 

6 

7 

8 

10 

11 

16 

17 

19 

21 

23 

26 

27 

28 

1.6 


4 

6 

7 

8 

11 

12 

16 

17 

20 

22 

24 

27 

28 

29 

1.66 

C0 
© 

4 

7 

8 

9 

11 

12 

17 

18 

21 

23 

25 

29 

30 

31 

1.75 

O 

4 

7 

8 

9 

12 

13 

18 

19 

21 

24 

26 

30 

31 

32 

1.8 

m 

5 

8 

9 

10 

13 

14 

20 

20 

21 

24 

29 

33 

34 

36 

2.0 


5 

8 

10 

11 

14 

16 

22 

23 

26 

29 

32 

36 

38 

39 

2.2 


6 

9 

10 

12 

14 

16 

22 

24 

27 

30 

33 

37 

39 

40 

2.25 

CD 

Ph 

6 

9 

10 

12 

15 

17 

23 

24 

28 

31 

34 

38 

40 

41 

2.33 


6 

9 

11 

12 

16 

17 

24 

25 

28 

32 

35 

40 

41 

43 

2.4 


6 

10 

11 

13 

16 

18 

25 

26 

30 

33 

36 

41 

43 

44 

2.5 


6 

10 

12 

13 

17 

19 

26 

27 

31 

34 

38 

43 

45 

46 

2.6 


7 

10 

12 

14 

17 

19 

26 

28 

32 

35 

38 

44 

46 

47 

2.66 


7 

11 

12 

14 

18 

20 

27 

29 

33 

36 

40 

45 

47 

49 

2.75 


7 

11 

13 

14 

18 

20 

28 

29 

33 

37 

41 

46 

48 

50 

2.8 


8 

12 

14 

16 

20 

22 

30 

32 

36 

40 

44 

50 

52 

54 

3.0 


8 

12 

14 

17* 

21 

23 

32 

34 

38 

42 

46 

53 

55 

57 

3.2 


8 

13 

15 

17 

21 

23 

32 

34 

39 

43 

47 

54 

56 

58 

3.25 


8 

13 

15 

17 

22 

24 

33 

35 

40 

44 

48 

55 

57 

60 

3.33 


9 

13 

15 

18 

22 

24 

34 

36 

40 

45 

49 

56 

58 

61 

3.4 


9 

14 

16 

18 

23 

25 

35 

37 

42 

46 

51 

58 

60 

62 

3.5 


9 

14 

16 

19 

24 

26 

36 

38 

43 

48 

53 

60 

62 

64 

3.6 


9 

14 

17 

19 

24 

26 

36 

38 

44 

48 

53 

60 

63 

65 

3.66 


10 

15 

17 

20 

25 

27 

37 

40 

45 

50 

55 

62 

65 

67 

3.75 


10 

15 

17 

20 

25 

27 

38 

40 

45 

50 

55 

63 

65 

68 

3.8 


10 

16 

18 

21 

26 

29 

40 

42 

48 

53 

58 

66 

69 

72 

4.0 

Sections 
in Fields 

4 

6 

7 

8 

10 

11 

15 

16 

18 

20 

22 

25 

26 

27 












18 


TEACHERS’ MANUAL 


X 

INSTRUCTOR’S RECORD OF CUMULATIVE 
POINT SCORES 

All the point scores given on the problem-questions and on 
the objective questions are cumulative in character. The point 
scores credited to Field II are added to the point scores credited 
to Field I and the scores credited to Field III are added to the 
accumulated score obtained by adding the scores on the first 
two fields. This principle of score cumulation is followed 
through the twenty-third field which is the last one in the 
course. The following form is used for the purpose of record¬ 
ing the cumulative score. 

The student’s number and name appear in the left-hand 
margin. The symbol, 2, means sum. 

Opposite the symbol, 2, is recorded the sum of the point 
scores earned by the student on such of the sections as the 
instructor marks. Student 1 received a sum of 7 on two sections 
in Field I. This field contains 10 sections. The number of 
sections in a field is represented by a figure immediately under 
the Roman designation which latter stands for the number of 
the Field. By Table 1 the average score on one section, if two 
are marked, is 3.5. By the use of Table 2 the periodic score 
on Field I for Student 1 is 26. The periodic score is written 
opposite T, total, in the column reserved for Field I. This total 
is the accumulated total, A. T. The sum of the two sections 
marked in Field II is 4. By Table 1 this gives an average of 2 
point scores for one section. Field II contains 6 sections (see 
small figure under Roman II). With this information and the 
use of Table 2, the total, T, 9, on Field II is obtained. All the 
sums and totals are arrived at in the way illustrated above. 

The accumulated totals on all the fields except the first are 
obtained by adding the total in one field to the accumulated 
total of the preceding field. Thus, the total for Field II, or 9, 
and the accumulated total, 26, for Field I, give 35, the accumu¬ 
lated total for Field II. 


25. Wells 



3. Hill 

12 . Cook 


>— * 

CD 

rc> 

rq 

i 

Student 

No. Name 

A. T. 

H 

M 



A. T. 

H 

H 

> 

H 

H 


A. T. 

H 


Data 




1 








26 

26 


1 

10 












35 


-P* 

CT> = 












— » 

CT> 

N> 

-f* E 












47 


ro 

IV 

4 












80 

33 


M < 












93 

►— * 

CO 

cn 

VI 

7 












*— * 
o 

*— • 

^4 


- < 

o = 





_ 







i—* 

«£> 

00 
►— » 

>— • 

TO 

VIII 

27 












204 

►—* 

CO 

cn 

IX 

7 












219 

1 — • 

cn 


X 

7 




J 








CO 

1 — ‘ 

►— * 
ro 
ro 


cr c/> 

r-¥ 












u> 

k£) 

00 


XI 

4 : 












373 

24 


s * 












400 

27 


XIII 

11 












440 

-> 

o 


XIV 

18 












491 

cn 
•—* 


XV 

20 












545 

54 


XVI 

26 












675 

130 


2nd 

Obj. 












735 

60 


XVII 

25 












801 

66 


XVIII 

22 












00 

►—» 

40 


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Record of Cumulative Point Scores 





















































































































20 


TEACHERS’ MANUAL 


It is unnecessary for an instructor to figure all the accumu¬ 
lated totals for each student. He may, for the purpose of 
checking the students’ scores, accumulate the totals twice or 
three times during a quarter. This is a very simple process. 
The accumulated total, or 219, through Field X, is the sum of 
the totals on Field I to X, inclusive; the accumulated total 
through Field XVI, or 545, 1 is the sum of all the totals preced¬ 
ing Field XVIII. The accumulated total in Field XVII also 
includes the totals of the first and second objective examina¬ 
tions. 


XI 

TABLES FOR DETERMINING THE TOTALS 

The instructor may use either of two tables for obtaining 
the totals. Table 2 is constructed with a view to giving a 
three-fourths value to the problem-questions and one-fourth 
value to the objective examinations. Table 3 gives two-thirds 
value to the problem-questions and one-third value to the 
objective examination. It is evident that though a teacher may 
use either table, he must adhere to the use of one table only 
throughout the quarter. 

When the teacher uses Table 2 for determining the point 
scores to the problem answers, the students should use the 
formula, 

4 x number right x 4 
4 

in figuring the objective test scores. 

When the teacher uses Table 3, the students should use the 
formula, 

4 x number right x 4 
3 

in figuring the objective test scores. 


1 See page 19. 




I 



21 



Student’s Individual Record 




























































































































































22 


TEACHERS’ MANUAL 


XII 

STUDENT’S INDIVIDUAL RECORD 

Student’s Individual Record. — Under this individual sys¬ 
tem of instruction each student is required to keep an indi¬ 
vidual record of the point scores which he earns. For this 
purpose he uses a tabular form 1 like that which is illustrated 
above. 

The point score values of the fields are recorded by the 
instructor. His record is made in the upper right-hand corner 
of the first sheet for each field. Thus the records may be 26 
for Field I, 9 for Field II, 6 for Field III, 6 for Field IV, 33 for 
Field V, 13 for Field VI, etc. The student transcribes these 
totals to his Individual Record and then accumulates them as 
is illustrated above. 


XIII 

STUDENT’S GRAPHIC RECORD 

Student’s Graphic Record. — Each student keeps a graphic 
record of the grades which he earns on each field. 

By consulting the table on the Class Record Sheet used by 
the class for recording progress, the accumulated totals may be 
resolved to grades as B, C-, etc. The grades are recorded on a 
graph like the illustration. 

XIV 

SUPPLEMENTARY EXERCISES 

Supplementary Assignments. — Two kinds of assignments 
are used for supplementary purposes. One variety consists of 
problem-questions which are in every respect like the problem- 
questions in the twenty-three fields. The other variety con¬ 
sists of long problems which are more extensive in nature than 

1 See inside front cover of “ Differentiated Assignments in Classroom Manage¬ 
ment (Exercise).” 


SCORES ON SUPPLEMENTARY PROBLEMS 


23 


the preceding. The two kinds of supplementary problems 
are designed to enrich the course. 

The highest possible point score on each supplementary 
problem-question is four. The standard for grading it is the 
same as the standard used for all the problem-questions in the 
several fields. 

Work on the supplementary assignments is wholly optional 
with the students, with the exception of long problem Number 
12. This one is required of all the students. 

The possible point score is indicated after the theme of each 
long problem. Since the possible scores on the long supplemen¬ 
tary problems are from four to eight times the possible score on 
any section, the long supplementary problems should be much 
more fully answered to warrant a perfect score than the prob¬ 
lems which accompany the sections. 

From practical experience with this system of teaching class¬ 
room management, it seems best to permit students to work the 
supplementary problems after the twenty-three fields have been 
finished. 

XV 

SCORES ON SUPPLEMENTARY PROBLEMS 

Recording Scores on Supplementary Problems. — The 

point scores earned on the supplementary problems are added 
to the accumulated total obtained by a student up to the time 
he answers any given problem. Thus, since Problem 1 supple¬ 
ments Field II, this problem may be answered by the students 
after the sections in this field are finished. In that case the 
student’s score is the cumulative score on Field II plus the 
score on Supplementary Problem 1. If the supplementary 
problems 1 are answered after all the fields are finished, the 
scores on all the supplementary problems are added to the 
accumulated total obtained on the third objective examina- 

1 A student may answer as many supplementary problems as he chooses. 
The only possibility of earning a grade of "A” is by answering a sufficient number 
of supplementary problems or supplementary sections. 


24 


TEACHERS’ MANUAL 


tion. Thus if the accumulated total on the third objective test 
is 1200 and the total of scores on the supplementary problems 
is 250, the total score is 1450, which being one point score higher 
than that required for a grade of “ B + ” entitles the student 
to a grade of “ A.” 

In a number of instances the sum of the accumulated total 
on the third objective test plus the scores on the supplementary 
problems will be too low for a grade higher than “ B +.” Under 
these conditions an otherwise low grade is raised by the student 
who answers a number of supplementary problems. 

XVI 

OBJECTIVE QUESTIONS 

Objective Examination Questions. — There have been 
prepared three sets of objective examination questions. One 
set, Form A, accompanies Form A of the problem-questions; 
another set, Form B, accompanies Form B of the problem- 
questions; a third set, Form C, accompanies Form C of the 
problem-questions. Each set, or form, is divided into two parts, 
Parts I and II. Either part may be used as an appropriate ob¬ 
jective test in the form, A, B, or C, of which it is a part. The ob¬ 
jective tests are accompanied by a “ key ” for the teacher’s use. 

STUDENT OPINION OF DIFFERENTIATED ASSIGNMENTS 
IN CLASSROOM MANAGEMENT 

While this course was in the process of development, and 
therefore during a period when it was in a state of imperfection, 
the students who enrolled in classes in which the system of 
differentiation was being tried, were invited to contribute 
their opinion of this class procedure, which was entirely novel 
to them. These students were supplied with specific questions 
to be answered. The meaning of the questions was explained 
by the instructor. It was made plain that the character of the 
answers to the questions would not influence grades. To insure 
full freedom of expression the students were requested not to 
sign their names to what they had written. Many of the 
answers were tabulated by the students themselves. 


OBJECTIVE QUESTIONS 


25 


There were used the following questions to elicit student 
opinion regarding the character of differentiation in teaching 
compared with the traditional method of procedure. 

I. Does this system of differentiation in teaching, compared 

with the traditional method, require on your part — 

1. More or less self-directed study? 

2. More or less initiative? 

3. More or less evaluation of knowledge? 

4. More or less organization of knowledge? 

5. Sufficient emphasis on facts? 

II. Does this system stimulate you more because of the 

constant access to grades? 

III. Does it make cheating possible? 

The students’ opinions in answer to the question are tabu¬ 
lated below. 


TABLE 5 

Tabulation of Students’ Opinions 


1. Self-directed Study 

More 

68 

Less 

5 


More 

Less 

2. Initiative 

72 

5 


More 

Less 

3. Evaluation of Knowledge 

67 

7 


More 

Less 

4. Organization of Knowledge 

67 

7 


Enough 

Too little 


or more 

or less 

5. Emphasis of Facts 

48 

13 


Stimulating 

No better 

6. Effect of Constant Access to Grades 

70 

1 

As much 

None 

Less 

7. Cheating 12 

47 

10 


According to the depositions of the students this course 
in differentiating the work in classroom management and 
organization, is a vast improvement over the traditional way 
of teaching this content subject. 

































































































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